利用病例报告来增强医学微生物学中基础科学对医学生的相关性。
Utilization of case presentations in medical microbiology to enhance relevance of basic science for medical students.
机构信息
Department of Microbiology/Immunology, AT Still University/Kirksville College of Osteopathic Medicine, Kirksville, MO 63501, USA.
出版信息
Med Educ Online. 2012;17. doi: 10.3402/meo.v17i0.15943. Epub 2012 Mar 13.
BACKGROUND
Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID) METHODS: Each student received a unique paper case and had 10 minutes to review patient history, physical exam data, and laboratory data. Students then had three minutes to orally present their case and defend why they ruled in or out each of the answer choices provided, followed by an additional three minutes to answer questions.
RESULTS
Exam scores differed significantly between students who received the traditional lecture-laboratory curriculum (Group I) and students who participated in the CPs (Group II). In MM, median unit exam and final exam scores for Group I students were 84.4% and 77.8%, compared to 86.0% and 82.2% for Group II students (P<0.018; P<0.001; Mann-Whitney Rank Sum Test). Median unit and final ID exam scores for Group I students were 84.0% and 80.0%, compared to 88.0% and 86.7% for Group II students (P<0.001; P<0.001).
CONCLUSION
Students felt that the CPs improved their critical thinking and presentation skills and helped to prepare them as future physicians.
背景
小组病例汇报练习（CPs）旨在提高医学生学习医学微生物学（MM）和传染病学（ID）的课程相关性。
方法
每位学生收到一份独特的纸质病例，有 10 分钟时间复习病史、体检数据和实验室数据。然后，学生有三分钟时间口头汇报病例，并说明他们排除或纳入每个提供答案的原因，之后再有三分钟时间回答问题。
结果
接受传统讲座-实验室课程（第 I 组）和参加 CPs（第 II 组）的学生的考试成绩有显著差异。在 MM 中，第 I 组学生的单元考试和期末考试中位数分数分别为 84.4%和 77.8%，而第 II 组学生分别为 86.0%和 82.2%（P<0.018；P<0.001；Mann-Whitney 秩和检验）。第 I 组学生的单元和期末考试 ID 中位数分数分别为 84.0%和 80.0%，而第 II 组学生分别为 88.0%和 86.7%（P<0.001；P<0.001）。
结论
学生认为 CPs 提高了他们的批判性思维和表达能力，并帮助他们为未来成为医生做好准备。
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